Using Vocational Education to Dismiss Students’ Knowledge

• In Event: Preparing School Leaders to Engage in School Reform by Understanding Issues of Equity and Social Justice

Abstract

The purpose of this paper is to explore how a rural high school in a northeastern state understood the implications of undergoing an equity audit. These audits provide opportunities to systemically evaluate a rural high school’s ability to meet the needs of all children (Skrla, McKenzie, & Scheurich, 2009). At the time of the equity audit, the school was comprised of 497 students with a predominantly White population (98.3 %). Approximately 29% of students were identified as economically disadvantaged, and 13.1% students were receiving special education services. The findings revealed 13.1% of students, who were identified as needing special education services, comprised 83% of the students enrolled in vocational training, and of the 84.5% of the general education population, only 11% attended the same vocational school. Over 1/3 of the high school students enrolled at his building received special education services with individual education plans. In addition to 33% of the students needing an individualized education plan, an additional 10% of students were on 504 plans, and required specific tutoring and assistance for the standardized testing. The authors discuss proposed research-based solutions used to address these issues of equity on their campus.

Author

• Erin Miller, Kent State University